Understanding the importance of service (Hizmet) movement schools in the instruction of Turkish to non-native speakers
Keywords:
Foreign language, Turkish, Teaching Turkish to foreigners, Hizmet Movement schools.
Abstract
The Hizmet movement schools, which set out to achieve universal peace, attempted to increase methods of communication between nations and cultures by teaching more languages to students, in light of the proverb "One language is one person, two languages are two people." They also taught Turkish as a second language in schools. The Hizmet Movement schools, which teach Turkish in more than 170 countries, have teachers spend time with students outside of class. By incorporating Turkish into every day, they increased its use. They exposed Turkish to their parents and others through projects and studies. In their countries, they have made sure Turkish lessons are taught by Turks.
This paper explains the function of Hizmet Movement Schools in teaching Turkish to foreigners and shows how they go to world peace using Turkish steps. This research is a descriptive qualitative study in which data is acquired by approaches such as investigation, observation, interviewing, and source scanning. Studies on Teaching Turkish to Foreigners and Service (Hizmet) Movement schools were utilized throughout the collection of data, as well as expert opinions were contacted, and observation-based assessments were carried out.
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References
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Turgut, H. (1988). Fethullah Gulen and Gulen Schools [Fethullah Gülen ve Okulları]. Series in the Turkish Daily New Century [Turkish Daily Yeni Yüzyıl]
Yildiz, Y., & Dayan, S. (2022). A Tiny Look at Hizmet (Service) Movement Teachers’ Diplomatic Mission. International Journal of Social Science Research and Review, 5(6), 188-191.
Yildiz, Y. (2017). Components of commitment to the teaching profession. International Journal of Social Sciences & Educational Studies, 4(2), 115-122.
Alliance for Shared Values. (n.d.). Core values of the Hizmet Movement. https://afsv.org/hizmetcorevalues/
Ates, T., Karakas, E., & Ortayli, I. (2005). Peace Bridges. To the World Opening Turkish Schools–I. [Baris Kopruleri: Dunyaya Acilan Turk Okullari–I] Istanbul: Horizon books. https://www.kitapyurdu.com/kitap/baris-kopruleridunyaya-acilan-turk-okullari-ciltli/75939.html
Barın, E. (2004). Principles in teaching Turkish to foreigners. Hacettepe University Turkic Studies (HUTS) [Yabancılara Türkçe öğretiminde ilkeler. Hacettepe Üniversitesi Türkiyat Araştırmaları (HÜTAD)], 1, 19-30
Bulac, A. (2005, November). Fethullah Gulen: An intellectual and religious profile. In conference Islam in the Contemporary World: The Fethullah Gülen Movement in Thought and Practice.
Çelik, A. (2014). Religion, Modernity and the Fethullah Gülen Movement: “Making Islam Speak to the Understanding of the Century”. (Published Doctoral Thesis). T.R. Kocaeli University, Institute of Social Sciences, Department of Political Science and Public Administration. Kocaeli. [Din, Modernlik ve Fethullah Gülen Hareketi: “İslam’i Asrin İdrakine Söyletmek”. (Yayınlanmış Doktora Tezi). T.C. Kocaeli Üniversitesi, Sosyal Bilimler Enstitüsü, Siyaset Bilimi Ve Kamu Yönetimi Anabilim Dali. Kocaeli]. https://www.academia.edu/download/55069522/Din__Modernlik_ve_Fethullah_Gulen_Hareketi.pdf
Celik, B., & Yildiz, Y. (2019). The role of foreign language culture on teaching the language and learner motivation. International Journal of Social Sciences & Educational Studies, 5(4), 150-161.
Celik, B., Bilgin, R., & Yildiz, Y. (2022). The views of instructors in foreign language teaching with distance education model during the Covid 19 pandemic process: A study at Tishk International University in Erbil, Iraq. International Journal of Social Sciences & Educational Studies, 9(1), 148-176.
Dayan, S. (2020). Problems Encountered in Teaching Turkish to Arabs: The Case of Baghdad [Araplara Türkçe Öğretiminde Karşılaşılan Problemler: Bağdat Örneği]. Journal of Research in Turkic Languages, 139-146.
Dolunay, S. K. (2005). An Evaluation on Turkish Teaching Centers and Turkology Departments in Turkey and the World. XIV. National Educational Sciences Congress (Pamukkale University Faculty of Education 28-30 September 2005 Denizli) Congress Book II. Vol (pp. 286-292). Denizli: Pamukkale University Faculty of Education. [Turkiye Ve Dunyadaki Turkce Oğretim Merkezleri Ve Turkoloji Bolumleri Uzerine Bir Değerlendirme. XIV. Ulusal Eğitim Bilimleri Kongresi (Pamukkale Üniversitesi Eğitim Fakültesi 28-30 Eylül 2005 Denizli) Kongre Kitabı II. Cilt (s. 286-292). Denizli: Pamukkale Üniversitesi Eğitim Fakültesi]
Ecevit, B. (2005). Turkish Language and Contribution of Turkish Schools to Turkey. [Türk Okullarının Türk Dili ve Türkiye'ye Katkısı] In Ates, T., E. Karakas & I. Ortayli (eds) Baris Kopruleri: Dunyaya Acilan Turk Okullari – I [Peace Bridges: To the World Opening Turkish Schools – I], (p. 65-72) Istanbul: Ufuk Books, Da Publishing.
Ercilasun, A. B. (1997). Current Situation of Turkish Language and Its Spread Areas. In Z. Korkmaz et al., Turkish Language and Composition Information for Higher Education Students (pp. 55-63). Ankara: Higher Education Council Printing House. [Türk Dilinin Bugünkü Durumu ve Yayılma Alanları. Z. Korkmaz & vd, içinde Yükseköğretim Öğrencileri İçin Türk Dili ve Kompozisyon Bilgileri (s. 55-63). Ankara: Yükseköğretim Kurulu Matbaası]
Ergil, D. (2012). The Gülen Movement İn 100 Question. Izmir: Blue Dome.
Kara, H. (2017). Service movement. Milky Way News. Category: Columns. [Hizmet hareketi. Samanyolu Haber. Kategori: Köşe Yazıları] https://fgulen.com/tr/basindan-tr/kose-yazilari/hizmet-hareketi
Karpat, K. (2005). The Value of Turkish Schools Abroad [Yurt Dışındaki Türk Okullarının Değeri]. In Ates, T., E. Karakas & I. Ortayli (eds) Baris Kopruleri: Dunyaya Acilan Turk Okullari – I [Peace Bridges: To the World Opening Turkish Schools – I], (p. 53-64) Istanbul: Ufuk Books, Da Publishing.
Khan, N. U. S., & Yildiz, Y. (2020). Impact of intangible characteristics of universities on student satisfaction. Amazonia Investiga, 9(26), 105-116. https://doi.org/10.34069/AI/2020.26.02.12
Kılıçbay, M. A. (2005). ‘Fethullah Gulen Schools’. In Ates, T., E. Karakas & I. Ortayli (eds) Baris Kopruleri: Dunyaya Acilan Turk Okullari – I [Peace Bridges: To the World Opening Turkish Schools – I], (p. 65-72) Istanbul: Ufuk Books, Da Publishing.
Muradova, Y. (2012). An Example of A1 Level Turkey Turkish Curriculum for Turkish Nobles in Central Asia in accordance with the Common European Framework of Reference for Languages. (Master Thesis). T.C. Gazi University, Institute of Educational Sciences, Department of Turkish Education, Ankara. [Avrupa Dilleri Öğretimi Ortak Çerçeve Metni Doğrultusunda Orta Asya’daki Türk Soylulara A1 Seviyesinde Türkiye Türkçesi Öğretim Programı Örneği. (Yüksek Lisans Tezi) T.C. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Türkçe Eğitimi Ana Bilim Dalı, Ankara.
Öğün, S. S. (2005). Observations and Determinations Regarding Turkish Schools. Peace Bridges: To the World Opening Turkish Schools – I [Baris Kopruleri: Dunyaya Acilan Turk Okullari – I], (p. 99-104) Istanbul: Ufuk Books, Da Publishing.
Özer, B., & Korkmaz, C. (2016). Factors affecting student success in foreign language teaching. EKEV Academy Journal, 67, pp. 59-84. [Yabanci Dil Öğretiminde Öğrenci Başarisini Etkileyen Unsurlar. EKEV akademi dergisi, (67), 59-84]
Öztürk, T., Akçay, S., Yiğit A., Güçlü B., Kan, H., Boztaş, M.A., Makan, A., & Bulut, B. (2000). Ebru Turkish Teaching Set "Ebru Turkish". Istanbul: Dilset Publications [Ebru Türkçe Öğretim Seti "Ebru Türkçe". İstanbul: Dilset Yayınları]. https://www.scribd.com/document/381846201/120523326-Ebru-Turkce-Ogretim-Seti-pdf
Öztürk, T., Arslan M., Cuma, M., Özmen A., Kamalak, A., Akçay, S., Gün, S., Taşdemir, E., & Armağan, M. (2008). Anatolian Foreign Language Turkish Teaching Set "Anatolian Turkish". Istanbul: Anadolu DKM Publications. [Anadolu Yabancı Dil Türkçe Öğretim Seti "Anadolu Türkçe". İstanbul: Anadolu DKM Yayınları] https://www.scribd.com/document/411745777/Anadolu-Ders-Kitabi-1
Öztürk, T., Akçay, S., Armağan, M., Özmen A., & Gülen, F. (2017). Foreign Language Turkish Teaching Set "Yagmur Turkish". London, UK: Nevlisan Publications. [Yabancı Dil Türkçe Öğretim Seti "Yağmur Türkçe". London, UK: Nevlisan Yayınları] https://issuu.com/nevlisan/docs/yagmur-turkce-1-ders-kitabi-ornek
Sezer, Ş. (2018). The Effects of Teachers' Classroom Management Attitudes on Students' Development: A Phenomenological Analysis. Hacettepe University Journal of Education Faculty, pp. 534-549. [Öğretmenlerin Sınıf Yönetimi Tutumlarının Öğrencilerin Gelişimi Üzerindeki Etkileri: Fenomenolojik Bir Çözümleme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 534-549]
Shareef, M. A., & Dayan, S. (2020). Commentary of Suleyman Saadeddin Effendi in black kimz method [Müstakimzāde Süleyman Saadeddin Efendi’nin Şerh Yöntemi] The Journal of Academic Social Sciences, 8(103), 298-308.
Turgut, H. (1988). Fethullah Gulen and Gulen Schools [Fethullah Gülen ve Okulları]. Series in the Turkish Daily New Century [Turkish Daily Yeni Yüzyıl]
Yildiz, Y., & Dayan, S. (2022). A Tiny Look at Hizmet (Service) Movement Teachers’ Diplomatic Mission. International Journal of Social Science Research and Review, 5(6), 188-191.
Yildiz, Y. (2017). Components of commitment to the teaching profession. International Journal of Social Sciences & Educational Studies, 4(2), 115-122.
Published
2022-11-08
How to Cite
Dayan, S., & Yildiz, Y. (2022). Understanding the importance of service (Hizmet) movement schools in the instruction of Turkish to non-native speakers. Amazonia Investiga, 11(57), 9-17. https://doi.org/10.34069/AI/2022.57.09.1
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